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Latin and the Agitation for a Single 
Degree in Liberal Studies 



Curtis Clark Bushnell, 

Professor of Classics in Syracuse University 

and 

Perley Oakland Place, 

Professor of Latin in Syracuse University 



Our purpose in this pamphlet is to oppose the 
reduction of the Latin requirement for the A. B. 
degree that would follow the establishment of but 
one degree for all courses in institutions where at 
present the B. S. degree is given. 



ill I *'<> 



13238^ 
.385 



I. Historical Development of Three Types 
OF Liberal Studies 



Originally in this country there was but one Liberal Arts degree, A. B. This 
was given for a course largely consisting of Ancient Language and Mathematics. 
Both Greek and Latin, and for a time Hebrew, were required. Later it was felt that 
there should be a course based upon Natural Science, and a second Liberal 
Arts degree (B. S.) was established. It was also felt that a course between the A. B. 
and the B. S. — though nearer the A. B. — should be recognized, and a third degree was 
established (usually Ph. B., or Litt. B.), which required only one Ancient Language. 
The time taken from the other Ancient Language might be devoted either to Natural 
Science or to some other newer subject of the expanding curriculum. . These three 
degrees considered but ttco types of Liberal courses, the type that leans toward 
Literature (the A. B. and Ph. B.), and the type that leans tov^^ard Natural Science 
(B. S.). Our day has seen the rise of a third type of course, that leaning toward 
Sociology, Economics and History. These three types are recognized by the Univer- 
sity of California in three separately organized Colleges {College of Letters (A. B.), 
College of Social Science (B. L.), College of Natural Science (B. S.)]. The failure 
to recognize this third type of studies, as the University of California has recognized 
it, joined with the failure to see that the A. B. and Ph. B. (except at Brovjn. Yale 
and Chicago) represent but one type, the Literary,! is responsible for a large propor- 
tion of the prevailing confusion as to the "One Degree." In this third type of course 
neither Ancient Language nor Natural Science is felt to be essentials and some 
change in the degrees must be made to provide for the need. This has as yet been 
done only sporadically, as in the Ph. B. of Yale, Brown and Chicago, and in the 
degrees that are given by the various Schools of Commerce, as at Dartmouth (M. C. 
B.), the University of Pennsylvania (B. S. E.), also in the School of Social Service 
at New York University (B. S. S.) ; Brown gives B. S. C. What shall this change 
In the degrees be? 

Theoretically we can have either three degrees, of which one can represent the 
type of course leaning toward Literature, a second, the tvpe lenning toward Sociology, 
Economics, etc., a third, the type leaning toward Natural Science; or we can have 
the three courses in the College curriculum, and give for satisfactory completion of 
them all the one degree, A. B. This latter plan we shall show to be dangerous to 
Liberal studies. 

If the one degree is given, it means, first, that A. B., the more coveted degree, 
always associated in the past with Literature — and Indeed with Latin3 — Is put In 
the possession of the students of Natural Science; and secondly, that the newer 
subjects of study are enabled to oust the older subjects from their position as required 

1, The A. B. and Ph. B. are felt to hsve so much in coitimon that a considerable numher of insti- 
tutions have concluded to give the A. B. (as the more desirable name) for them both, thus making the 
requirement for the A. B. degree one Ancient Language instead of tvio. Syracuse University and 
Washington and Jefferson Collef/e have recently done this. Of inetitiitions that give more than on« 
degree the great majority have A. B. alone rather than A. B. and Ph. B. This seems the tendency. 

2 Consider e. g. the case of those who wish liberal studies and look forward to a banking or com- 
mercial position. A distinctive degree, half way between the Liberal Etudies and the Professional 
courses, should be given. For this Chicago gives Ph. B. 

3 It is interesting to note that the historical connection of Latin with the A. B. degree dates from 
its very foundation, a period when the Bachelor of Arts, with the trivium completed and the quad- 
rivium and Master's degree in prospect, was one who had studied Latin sufficiently to teach it, wai 
practic»lly a graduati of Arts who had majored in Latin. 



subjects in the curriculum .4 It is not surprising, therefore, that there should be a 
vigorous campaign on the part of many Natural Scientists and Sociologists for one 
degree. This has not taken the form of showing that on theoretical grounds the one 
degree is desirable and the three degrees undesirable. This indeed cannot be shown 
(we will enter into the discussion of these theoretical considerations later in this 
paper). Instead they make vague and unsubstantiated statements that the three de- 
grees are "discredited"5, point to the fact that the one degree is given in a large num- 
ber of institutions in the Middle and Far Wests (with no mention, however, of the In- 
stitutions which have abandoned it7), and have devoted far the greater part of their 
strength to an attack on Latin as especially representative of the old curriculum. 
We propose, therefore, to reply to some of the charges now brought against Latin, to 
offer some arguments for emphasizing Latin as an essential part of Liberal culture?; 
and then to show that the three-degree-plan which would retain Latin is far better 
than the one-degree-plan which would abolish it as a requirement. 

4,. For under one degree coverini? the former A. B. and B. S. courses, it becomes nearly or quite 
impossible to require preparation in Latin of all students, esnecially if tbe former B. S. course (which 
required no Latin) is still to be given and receive A. B. If, however, the College of Liberal Arts de- 
cides to remain true to its accented meaning, it will fix a limit to the amount of Natural Science and 
semi-vocational subjects under the A. B., and, declaring the real purpose of the Collese to b" human- 
istic — therefore stressing Literature and insisting that we shall recognize our debt to the past — it will 
keep the requirement of Latin. This is the position of the University of Pennsylvania, Amherst. Wil- 
liams, Smith, Yassar. etc. If there is but one degree, it becomes very difficult to say that a student 
shall be barred from it for anv one deficiencv, or to make a nositive requirement of anything but utterly 
vital subjects, like English. This is exemplified bv the experienr-e of the JJjiiversity of Wisrnnsin, whirh, 
to save any requirement of, let alone Ancient, but even Foreign Language to the A. B. desrree, has 
within three months had to establish a second degree requiring no language but English. Friends of 
Ijatin must, without fail, make a most strrnuous resistance to any proposition for but one degree cover- 
ing all types of work, an "omnibus A. B." 

5 They have in mind the cases of fusion of A. B. and Ph. B. already mentioned (and po=^sible 
because hitherto these degrees have represented but one type of studies, the Literary). But thcv ignore 
the Sociologic-Economic tvpp of course and the third type of degree (distinct from either the lAterary 
or the Natural Scientific) that it demands. 

C Especially the State institutions, such as Michigan, Illinois, Minnesota, lovja. It should be noted 
Ihat their change to one degree is not recent and cannot be used to demonstrate a nresent tendency. 
On the contrary, that one degree has not proved wholly satisfactory is shown by Wisconsin's recent 
change (within three months) to two degrees, and by the fact that at Michigan each year students 
petition to be granted the B. S. degree. 

In the South Classics are strong and the One degree not favored: in the Middle West and Far 
West there are a large number of institutions which, as having one degree, do not require Latin. Yet 
■we find perhaps the greatest institution of the West (Chicago) stressing Latin. The West is in no 
sense against Latin, as the East is for Latin. 

7y Such as Wisconsin, Harvard, Virginia, Middlebury, Drury, Nebraska. 

8 That some knowledge of Latin should be included in a Liberal Arts degree is attested by tha 
fact that the University ef Cmlifornia requires Latin in ten of its Curricula. 



II. The Attack on Latin, and a Counter-Attack 

Some of the charges against Latin made just now by the advocates of the Single 
degree are: 

A. That there is at present a strong tendency against Latin; 

B. That on Etymological grounds French and German would be as good; 

C. That on Disciplinary grounds German is as good; 

D. That knowledge of the past is unimportant; 

E. That the study of Latin is responsible for the disproportionate number 

of women to men in Liberal Arts colleges; 

F. That Latin is an undemocratic subject of study; 

G. That Latin is a " dead language," and that therefore some Modern Lan- 

guage should be studied instead of it. 



A. There is Not a Tendency Against Latin. 

The statement is made that the number of institutions requiring Latin for the 
A. B. degree has diminished in recent years. It is to be noted that those who claim 
this say also that the percentage of diminution in the requirement of Modern Lan- 
guage has been five times as great as for Ancient Language. Obviously then what- 
ever change has occurred is not due to dissatisfaction with Latin, but rather to a 
diminution of specific requirements. The array of statistics presented on these sub- 
jects by the writer in School and Society, II, 27, is of doubtful value. Only an agony 
of care in reading College catalogues will correctly determine the figures, and the 
correct figures are of limited value unless we have in mind the particular institutions 
with reference to which they are obtained. This writer, however, gives nothing 
specific, only figures, largely unverified by himself, from several sources. But when 
we seek a guide in education, what we want to know is what the great leading in- 
stitutions of historic importance are doing, not what the institutions embarrassed 
by the deficiencies of the preparatory schools of the more newly settled country are 
doing. We have made a study of these leading institutions, first a complete survey 
of the East, where the institutions with the greatest mass of educational prestige are 
located, and then a statement as to representative institutions of the rest of the 
country. , 

Tabulation I. 

Requirements of Eastern Institutions in Ancient Language for the 

A. B. Degree^ Degrees Given, and Number of Undergraduates 

Pursuing Liberal Studies. 

Note. — By a "year" of Latin in College is meant 3 recitations per week throughout the College 
year. Five recitations per week, for example, is counted as 12/3 years. 



1. Adelphi (361) . 

2. Alfred (154) 

3. Alleghany (405) 

4. .Amheest (411) . 

5. Bates (472) . . 

6. Boston (532) 

7. BowDOiN (385) . 

8. Beown (765) 



(A. B.) For A. B. 4 years Latin, or 3 

years Greek, French, or German; 
(A. B., Ph. B., B. S.) For A. B. 5 years 

Latin ; 
(A. B., B. S.) For A. B. 2 years Latin; 
After 1917 A. B. only. For A. B. 6 years 

Ancient Language; 
(A. B., B. S.) For A. B. 5 years Latin; 
(A. B., Litt. B., S. B.) For A. B. 5 years 

Latin; for Litt. B. 3 years Latin; for 

S. B. Latin optional for entrance; 
(A. B., B. S.) For A. B. 4 years Latin 

plus 1 year of Latin, or Greek, or 

Mathematics in College; 
(A. B., Ph. B., and vocational B. S.) For 

A. B. 6 years Latin, or 5 years Greek. 
fPh. B. being equivalent to cultural 

B. S., and requiring "Greek and Ro- 
man Civilization" (3 hrs. a week for 
1 year)]; 



9. Bbyn Mawb (367) . 
10. BUCKNELL (622) . 



11. doLBT (440) 



12. Colgate (543) 



13. College of the Citt of New 

YoBK (1885) 

14. Columbia (1073) 

15. Connecticut College foe 

Women (100) 

16. COBNELL (1283) 

17. Dabtmouth (1470) .... 



18. Dickinson (291) 



19. Elmiea (204) . 

20. FOEDHAM* (204) 



21. Feanklin and Mabshall(249) 

22. Gettysbubg (308) 

23. GoucHEB (508) 

24. Hamilton (185) 



25. Habvard (2S69) (A 



26. Havebfoed (180) . 

27. Hobabt (136) 

28. Holt Ceoss* (473) 



29. HuNTEE (1581) . 



30. Johns Hopkins (195) 



(A. B.) For A. B. 5§ years Latin; 

(A. B., Ph. B., B. S.) For A. B. 6% years 

Latin plus 4% years Greek; for Ph. 

B. 6% years Latin, or 5% years Greek 

plus 2 years Latin for entrance ; for 

B. S. 3% years Latin; 
(A. B., B. S!) For A. B. 5% years Latin, 

or 4 years Greek (3 years Greek if 

begun in college; 
(A. B., B. S.) For A. B. 51/2 years Latin; 

or 4% years Greek; or SXi^ years 

Classics: 
(A. B., B. S.) For A. B. 5 years Latin: 

(A. B., B. S.) For A. B. 5 years Latin, or 

4 years Greek; 
(A, B., B. S.) For A. B. 3 years Latin; 

(A. B.) No Latin or Greek required. Does 
not stress any subject; 

(A. B., B. S.) For A. B. 5 years Latin. 
[Greek, or Latin, may be substituted" 
in the B. S. Course for one Science, 
or for one Modern Language! ; 

(A. B., B. S.) For A. B. it is possible so to 
manipulate the course as to take no 
Latin. fin the "Classical" and 
"Latin-Scientific" courses 5 years 
Latin are required; in the "Philoso- 
phical" and "Science" courses Greek 
may be substituted for Modern Lan- 
guage] ; 

(A. B., B. S.) For A, B. 5 years Latin; 

(A. B., Ph. B., B. S.) For A. B. 6 years 
Latin plus 5 years Greek: for Ph. B. 
6 years Latin; for B. S. 6 years 
T^atin ; 

(A. B., B. S.) For A. B, 6 years Latin; 

(A. B., B. S.) For A. B. 6 years Latin; 

(A. B.) No Latin, or Greek, required; 

(A. B., Ph. B., B. S.) For A. B. 5 years 
Latin plus 4 years Greek; or 5 years 
Latin plus 3 years Greek; or 4 years 
Latin plus 4 years Greek; for Ph. B. 
4 or 5 years Latin; 
B., B. S., A. A.) For A. B. 3 years 
Latin, or 2 years Greek, and recom- 
mending Greek and Latin for stu- 
dents of English and of Romance 
Languages ; 

(A. B., B. S.) For A. B. 6 years Latin; 

(A. B., B. S.) For A. B. 6 years Latin; 

(A. B., Ph. B.) For A. B. 6 years Latin 
plus 5 years Greek; for Ph. B. 6 
years Latin; 

(A. B.) For A. B. at least one year Latin 
in College and 3 years Foreign lan- 
guage required for entrance, prefer- 
ably Latin; 

(A. B.) For A. B. 4 years Latin; 2 years 
Latin usually offered in the Engin- 
eering college; 



31. Lafayette (329) 



32. Lehigh (191) 



33. MiDDLEBURY (67) . . . . 

34. Mt. Holyoke (781) . . . 

35. Muhlenberg (221) . . . 

36. New York University (774) 



37. University of Pennsylvania 

(470) 

38. Pennsylvania State (204) 



39. Pittsburgh (649) 



40. Princeton (1300) 



41. Rochester (497) 

42. Rutgers (170) . . 

43. St. Law^rence (269) 

44. Smith (1702) . . 
46. Syracuse (1502) . 

46. Trinity (244) , . 

47. Tufts (312) . . . 

48. Union (204) . . . 



(A. B., Ph. B., B. S.) For A. B., 4 years 
Latin plus 4 years Greek, or, if Greek 
was not offered, 4 years Latin plus 
2 years Greek in college; for Ph. B. 
5 years Latin; 

(A. B., B. S.) For A. B. 5 years Latin 
[college Latin 4 hrs. a week first 
term, 5 hrs. a week second term] ; 

(A. B., B. S.) For A. B. 6 years Latin, or 
Greek ; 

(A. B.) For A. B. 5 years Latin; 

(A. B., Ph. B., B. S.) For A. B. 6% yearg 
Latin; for Ph. B. 5% years Latin; 

(A. B., B. S.) For A. B. in "Section A" 

5 years Latin plus 4 years Greek; 
in "Section B" 5 years Latin, or 4 
years Greek; 

(A. B.) For A. B. 5 years Latin; 

(A. B., B. S.) A. B. granted for work In 
Classics, Commerce and Finance, 
Education, Psychology, Modern Lan- 
guages, Literature, Mathematics, His- 
tory and Political Science. No re- 
quirement of Latin, except in Clas- 
sics; 

(A. B., B. S.) For A. B. no Latin or 
Greek. For Combination Law course 
4 years Latin; for Combination Medi- 
cal course 2 years Latin. Candidates 
for A. B. not allowed to major in a 
Natural Science; 

(A. B., Litt. B., B. S.) For A. B. bVz years 
Latin plus 4^^ years Greek [Greek 
and Latin each 4 hrs. a week through 
Freshman year]; for Litt. B. 5 years 
Latin, and specialization in human- 
istic studies; for B. S. 5 years 
Latin, and specialization in science 
or mathematics; 

(A. B., B. S.) For A. B. 5 years Latin, or 
4 years Greek [a student without col- 
lege Latin must have 4 years Greek] ; 

(A. B.,B. S.) For A. B. 5 years Latin plus 
2 years Greek; 

(A. B., B. S.) For A. B. 6 years Latin; 

(A. B.) For A. B. 5 years Latin; 

(A. B., B. S.) For A. B. 5 years Latin, or 
4 years Greek; 

(A. B., B. S.) For A. B. 7 years Latin, 
or 6 years Greek; 

(A. B., B. S.) For A. B. 5 years Latin or 
4 years Greek; 

(A. B., Ph. B., B. S.) For A. B. 6 years 
Latin plus 5 years Greek; for Ph. B. 

6 years Latin, or 4 years Latin plus 
2 years Greek [Latin may be substi- 
tuted for the Modern Language re- 
quirement for admission to the-B. S. 
course] ; 



49. Vassab (1100) (A. B.) For A. B. 5 years Latin, or 4 

years Latin plus 4 years Greek [Ele- 
mentary Greek may (after this year) 
be substituted for Freshman Latin]; 

50. Unweksitx of Vermont (298) (A. B., Ph. B., B. S.) For A. B. 5 years 

Latin plus 4 years Greek; for Ph. B. 
5 years Latin; 

51. ViLLANOVA* (368) (A. B.) For A. B. 8 years Latin; 

52 Washington and Jefferson . (A. B., B. S.)For A. B. Sy^ years Latin; 
(325) 

53. Wellesley'(1387) (A. B.) For A. B. 4 years Latin; 

54 Wells (195) (A. B.) For A. B. 5 years Latin; 

55. Wesleyan (483) (A. B., B. S.) For A. B. 5 years Latin, or 

4 years Greek; 

56. Williams (508) (A. B.) For A. B. 5 years Latin [If Greek 

is offered for entrance, one year of 
college Greek plus 5 years Latin] ; 

57. Yale (2499) (A. B., Ph. B.) For A. B. 4 years Latin, 

semi-elective in 5th year. 

* The Catholic colleges in our list are regular Liberal Arts institutioni. 

An examination of our tabulation shows: 
42 of the 57 institutions require 5 years or more of Ancient Language; 
47 of the 57 institutions require 4 years or more of Ancient Language; 
51 of the 57 institutions require some Ancient Language; only 6 require no Ancient 

Language; 
24 of the 57 institutions require more Ancient Language than Syracuse; 
18 of the 57 institutions require the same amount of Ancient Language as Syracuse; 
15 of the 57 institutions require less Ancient Language than Syracuse. 



Tabulation II. 
Eastern Colleges : Number of Degrees and Requirement in Latin 

A. The Following Eastern colleges, having (as indicated by the figures) two or 

more degrees, require Latin for A. B.: 

Alfred (3), Alleghany (2), Bates (2), Boston (3), Bowdoin (2), Brown 
(2), Bucknell (3), Colby (2), Colgate (2), College of the City of New 
York (2), Columbia (2), Connecticut College for Women (2), Dart- 
mouth (2), Elmira (2), Fordham (3), Franklin and Marshall (2), Get- 
tysburg (2), Hamilton (3), Harvard (3), Haverford (2), Hobart (3), 
Lafayette (3), Lehigh (2), Middlebury (2), Muhlenberg (3), New York 
University (2), Princeton (3), Rochester (2), Rutgers (2), St. Law- 
rence (2), Trinity (2), Tufts (2), Union (3), Vermont (3), Washington 
and Jefferson (2), Wesleyan (2), Yale (2). 
37 institutions. 

B. The following Eastern colleges have one degree requiring Latin: 

Amherst, Bryn Mawr, Hunter, Johns Hopkins, Mt. Holyoke, University 
of Pennsylvania, Smith, Vassar, Yillanova, Wellesley, Wells, Williams. 
12 institutions. 

C. The following Eastern colleges have two degrees requiring no Latin: 

Dickinson, Pittsburg. 
2 institutions. 

D. The following Eastern colleges have one degree requiring no Latin: 

Adelphi, Cornell, Gaucher, Pennsylvania State. 
4 institutions. 

6 



Tabulation III. 

The number of years of Ancient Language required by the several institutions 
in New England, New York, New Jersey, Pennsylvania and Maryland are as follows: 

(a) FoRDHAM, Holy Ceoss, UNio>r .... 11 years. 

(6) BucKis'ELL, Pkinceton 10 years. 

(c) Vebmont 9 years. 

id) Hamiltois', Villanova 8 years. 

(e) Rutgers. Trinity 7 years. 

(/) Amherst, Brown, Franklin and Mar- 
shall, Gettysbltjo, Haverfoed, Ho- 
baet, Lafayette. Middlebxjry, Muh- 
lenberg, St. Lawrence 6 years. 

(fif) Bryn Mawk, Colby, Colgate, Lehigh, 

Washington and Jefferson . . . Between 5 and 6 years. 

(h) Alfred, Bates, Boston. College City of 
^''ew York, Columbia, Dartiviouth, 
Elmira, Mt. Holyoke, New York 
University, UntV'Ersity of Pennsyl- 
vania, Rochester, Smith, Syracuse, 
Tufts, Vassar, Wells, Wesleyan, 
Williams 5 years. 

(i) Bot\t)oin, Yale 4 years, semi-elective in 5th. 

O") Johns Hopkins, Wellesley 4 years. 

(fc) Connecticut College for Women, Har- 
vard 3 years. 

(I) Alleghany 2 years. 

(m) Hunter 1 year. 

(n) Adelphi, Cornell, Dickinson, Goucher, 

Pennsylvania State, Pittsburg . . No years Latin. 

Tabulation IV. 
The Situation in the South, the Middle West and the Far West 



Vanderbut 

Tulane . , 
Oberlin . , 



The situation in the South, the Middle West and the Far West is shown by the 

following representative institutions (number of degrees and requirement of Latin): 

1. Virginia ... (A. B., B. S.) For A. B. 6 years Latin, or 5 years Greek, 

or both; 

. (A. B., B. S.) For A. B. 6 years Latin plus 5 years 
Greek ; 

. (A. B., B. S.) For A. B. 5 years Latin; 

. (A. B.) For A. B. 2 years Latin, Or Greek; semi-elective 
v/ith Mathematics in Freshman year; 1 year of one 
Modern Language in Freshman year (no Modem 
Language required for entrance) ; 

. (A. B., B. S.) For A. B. no requirement of Ancient or 
Modern Language (2 years Foreign Language re- 
quired for entrance) ; in Combined Literary and 
Medical Course 2 years Latin ; " Latin is strongly 
urged as desirable for every student preparing to 
study Law " ; 

. (A. B., *Ph. B. or B. L.) For A. B. 4 years Foreign 
Language; Wisconsin advises Latin; 

. (A. B.) For A. B. 2 years Ancient or Modern Language 
for entrance, and 2 years Ancient or Modern Lan- 
guage in college; 

. (A. B., Ph. B., B. S.) For A. B. 6 years Latin plus 4 or 
5 years Greek [if the preparatory Greek is covered 
in college, 3 or 4 years Greek] ; 
*The name of the new second degree is not yet chosen. 



5. Michigan 



6. Wisconsin 

7. Illinois . 



8. Chicago 



10. MiSSOUBI 

11. MlJTNEBOTA 



12. Cjsxifornia 



9. NOBTHWSSTEBX . (A. B., B. S.) For A. B. 5 years Latin, or 4 years Greek; 

Greek may be taken in place of Mathematics; on« 
year French, or German; in B. S. 2 years French 
and German, or, if 2 years Latin, or Greek, were 
offered for entrance, 2 years of one modern lan- 
guage; 

(A. B.) For A. B. 2% years Latin (Ancient Language 
must be taken in Freshman or Sophomore year) ; 

(A. B.) For A. B. no Ancient or Modern language is 
required in college (for entrance 4 units of Foreign 
Language) ; in the Pre-legal course 2 years of one 
Foreign Language; if Latin was offered for entrance, 
students are " strongly advised to take Latin 6 
credits "; 
. (*A. B., **B. L., ***B. S.) For A. B. no requirement of 
Latin (for entrance 2 years Foreign Language); 
Latin required, or recommended in the following 
Curricula: Anthropology (2 years Latin) ; Archi- 
tecture (2 years Latin recommended) ; Economics 
(2 years Latin); English (2 years Latin required, 
4 years Latin and 3 years Greek recommended) ; 
Classics (2 years Latin; 4 years Latin and 3 years 
Greek and Ancient History recommended) ; Modern 
European Languages (2 years Latin; 4 years Latin 
or 3 years Greek recommended) ; Other Languages 
(2 years Latin; 4 years Latin recommended) ; Phil- 
osophy (2 years Latin); Political Science (2 years 
Latin). Latin is required in 10 of the Curricula; 
Modern Language in no curriculum is absolutely re- 
quired, except in Commerce; the State law requires 
of students in Medicine some knowledge of Latin; 
18. Leland Stanford (A. B.) For A. B. "no prescription other than English". 

The State law requires of students in Medicine 
some knowledge of Latin. 

* In the College of Letters; ** in the College of Social Science; *** in the College of Natural 
Science. 

Why Latin is Associated with the A. B. Degree by such an 
Overwhelming Number of Institutions 

As stated, 51 of the 57 Eastern institutions require some Latin (or Greek). Only 
one of the first rank does not and iii this there is much dissatisfaction. We observe 
that most of these institutions feel there is an important difference between the A. B. 
and the B. S. course. In addition the A. B. course is felt to be more important than 
the B. S. course, so that many institutions feel that the requirements of scientific 
specialization can be met perfectly from the basis of the ordinary Classical A. B. re- 
quirement.9 What is the reason beneath these things? 

The reason is suggested by the very words that name the degrees, the words 
V "Art " and " Science." The B. S., or " Science " course, has for its instrument Know- 
ledge and aims at the Power that comes from knowledge ; the A. B., or "Arts " course, 
has for its instruments both Knowledge and Beauty, and aims not only at Power, but 
also at Refinement. The B. S. course looks more at the doing of things, the A. B. 
course is thinking more of character, and insists on the culture that comes from asso- 
ciation with the Beautiful. The B. S. is more distinctly practical, the A. B. is more 
cultural. (By "cultural" is meant that Refinement has been made a main aim). 

9 Thus Princeton requires for B. S. five years of Latin; Union accepts for entrance to B. S. Latin 
in place of Modern Language. Amherst, Bryn Mawr, Johns Hopkins, Mt. Holyoke, the University of 
Pennsylvania, Smith, Yassar, Wellesley, Wells, Williams, all require several years of Classics before 
specializing in a science can! begin. Similarly Villanova and several other Catholic colleges. Dartmouth 
accepts Latin for one science, or one Modern Language, of the B. S. entrance requirement. 

This attitude is well stated by President Thomas of Bryn Mawr, who writes: "Bryn Mawr has 
always stood for Classical training. We allow a very great deal of specialization in science, and wa 
have found our Classical training of very great value in scientific study. We give only one degree, 
that of B. A., but I believe that our Scientific students get as much training in Science as in any college 
where the separate degree of B. S. is given, and in addition they have this classical foundation which 
seems to me invaluable." 



8 



Since the "Arts" course aims at Refinement as well as Power it looks for th« 
studies most capable of developing Refinement and chooses the most available of those 
concerned with the Beautiful, namely Literature. This explains why till recently tha 
Arts course centred in the Classic literatures and v/hy it now centres in English litera- 
ture. Among the reasons why the vast majority of the Eastern institutions cling to 
Latin is because Latin is felt to be a most important approach to Literature.io and 
therefore an approach to Refinement also. Latin and Latin literature are thought 
(1) valuable in themselves, (2) valuable as a most important auxiliary of English 
and English literature, and (3) their study valuable as a cultural, L e., a truly re- 
fining discipline. 

To discuss briefly the points just made: 

1. Not only is the best Latin literature of high merit in itself, but also it carries 
the best of Greek literature in solution, so that in studying Latin literature one is In 
a very real sense studying Greek literature, — an important fact now that Greek has 
been so largely displaced from the Curriculum. 

2. The more cultural part of the English vocabulary is, directly or indirectly, 
largely derived from the Latin, and this fact points to the descent of our civilization 
through Rome. The literature of Rome has not only been important to English litera- 
ture directly, but also indirectly, since most Modern literatures that have influenced 
English themselves look back to Rome. 

3. The translating of Latin is a cultural, i. e., a truly refining discipline, for it 
is laboratory work in Literature. It puts the student in a relation to his medium of 
expression like that which the author occupied to his own medium. The author's task 
was to find the fit expression in Latin of his thought, the student's task is to find the 
fit English expression of the same thought, not neglecting to reproduce the beauty 
of the form as well as the content of the thought. Here in translating the student 
cannot te merely 'passive, or only semi-actively appreciative, as is the danger when he 
reads something in his own language; he is, instead, put to a high degree of creative 
activity, he is, as far as in him lies, pro tempore the author himself. There is culture 
in this laboratory work in Literature; and Latin is in its structure peculiarly suit- 
able to give this cultural discipline, for the sentence must be thoroughly recast to 
be English at all, and one does not have the mould in which the thought is to be run 
supplied by a sentence-form resembling English, as is the case in French, or German, 
or often even Greek; instead full scope for creative faculty in expression is given, 
because so many ways of putting the thought are possible.!! 

These reasons in part explain why institutions so cherish Latin as a requirement 
for the A. B. degree. 

We might go on to show that Latin has equally with other subjects its problems 
to solve, that correctness of method is quite as well learned from Latin as from other 
subjects (nay, historically, it has been learned from Latin teachers and passed on to 
other subjects, as when Von Ranke was the pupil of Ritschl), and that Latin is an 
especially good discipline in accurate thinking. This is why President Thomas of 
Bryn Mawr has said: "We find our Classical training of great value in Scientific 
study." This side of Latin studies, however, has been emphasized not absolutely, but 
relatively too much. In talking about " solving problems " we are apt to forget that 
Refinement, that Spiritual Cultivati6n,i2 is equally with Practical Ability an aim of 
the A. B. course and that we must look to a very large extent to Literature as our 
means toward that aim. Here Latin has a special mission. 

is There a " Tendency against Latin? " 

Thus the survey of present conditions has shown the position of Latin to be one 
of great strength. The agitators, however, claim that there is a " strong tendency 
against Latin." We, therefore, have sent letters of inquiry on this point to a large 
number of the Eastern institutions. Three of these (Alfred, Columbia, Mt. Holyoke) 
speak of a possibility of change, slight or extensive. Thirty-three assert that there 

10 Whether the literature be Greek, Latin, English, French, German, or Italian. 

1! Translating has not only this formal value, but also that of deeply impressing' the content. Arnold 
of Rugby said: "(Translating enables one to appreciate an author in a way one cannot when that 
author has written in one's own language). I only wish I might have the privilege of translating 
Shakespeare, dwelling on him word by word and line by line, till it would seem that one would almost 
give out light in the darkness after being steeped in such brilliance." 

12 Oberlin recognizes this by " requiring one course in the Appreciation of Art." 

9 



Is no sign of change, viz., Alleghany, Amherst, Bates, Boston, Boivdoin, Brown, Bryn 
Mawr, Bucknell, Colgate, Dartmonth, Franklin and Marshall, Oettyshurg, Fordham, 
Haverford, Hohart, Holy Cross, Lafayette, Mtihlenberg, Princeton, Rutgers, 8t. Law- 
rence, Smith, Trinity, Tufts, Union, Vermont, Villanova, Wellesley, Wells, Williams. 
Specimen letters (taken alphabetically) are: 

•' There is at present, so far as I am aware, no agitation for a change in our 
degree requirements." 

Registrar Goodale, Amherst College, 
Nov. 20, 1915. 
" The Latin requirements are not likely to be changed in the near future. There 
is with us no agitation of a decided nature on this point. There is no agitation with 
respect to giving but one degree for Liberal studies." 

President Chase, Bates College, 
March 2, 1916. 
" There is no agitation looking toward a change in our Latin requirements or 
toward a fusion of the S. B. and A. B. courses. 

Dean College of Liberal Arts, 
Boston University, Feb. 28, 1916. 
" There is not any agitation at the present time for a change in the requirements." 

Dean Sills, Boiodoin College, 
Nov. 17, 1915. 
" There is no agitation to have but one degree for Liberal Arts. So far as I can 
see there is no sign of change to the detriment of Latin." 

Professor Rockwood, writing at request of 
President, Bucknell University, 
March 7, 1916. 
President Dohan of 'Villa7wva writes: 

" I attended the annual meeting of the College Presidents of this state held in 
the University of Pennsylvania on the 28th of January. There were thirty-one presi- 
dents present coming from all denominations. In the course of the discussion the 
value of the old time Classical college course was brought forward a'nd the consensus 
of opinion was that it was the best possible preparation for all professions. The ten- 
dency to eliminate Latin and Greek from the curriculum was deprecated. Especially 
do I remember Provost Smith of the University of Pennsylvania and President 
Sharpies of Haverford College were strongly in favor of its retention." 

March 3, 1916. 

B. Discussion op the Etymological Argument for Latin 

What might be called " the Etymological Argument for Latin " is that to be 
acquainted with the Latin vocabulary means an immense increase in power to under- 
stand the English vocabulary: that therefore to study Latin is, in a most important 
sense, to study English, and so Latin is a subject of pre-eminent importance which few 
should omit. 

To this it has been said that since a large part of the English vocabulary is from 

the Anglo-Saxon, a Germanic language, one might as well, as far as etymological 

reasons are concerned* study German as Latin. Again it is said that since a large 

part of the English vocabulary is from the Norman-French, one might as well, as 

^ far as etymological reasons are concerned, study French as Latin. 

The truth is as follows: 

1. A large part of the English vocabulary is indeed Anglo-Saxon. This vocabu- 
lary largely goes back to the simple condition of a certain Germanic tribe before it 
had acquired what we to-day call civilization. The vocabulary is exemplified by such 
words as " hand," " house," " bring," " find " — words which a child understands. You 
will find these words in German, but as far as etymological interpretation merely is 
concerned, we do not need to study any Foreign Language for light on these words, 
since no light on them is needed. 

2. Another large part of the English vocabulary is from the Norman-French. 
This vocabulary represents the level of culture of the Norman period, a distinctly 
higher culture than that of the period just named. Such words as " royal," " count," 
" chivalry " are examples of this vocabulary. French is, indeed, the key of this. 
Latin as the parent of French is also the key. 

3. Another large part of the English vocabulary comes directly from Latin. 

10 



This part deals with the higher intellectual life and attainments of the race as at 
present, and does not, like the vocabularies already discussed, merely represent the 
levels of periods that are culturally lower than the present and historically somewhat 
distant; but on the contrary this vocabiilary derived, from Latin has been, and is 
An a constant process of creation to furnish terminology for the contemporary ad- 
vance of philosophical and scientific thought. To this vocabulary Latin is the key. 

To sum up: ; 

Merely on grounds of vocabulary German is not needed by non-specializing stu- 
dents of English. French is indeed the key to that part of the English vocabulary 
derived from the Norman-French; but I^tin is, first a key even to this; secondly 
it is the key to that part of English vocabulary which comes directly from Latin ; and 
thirdly it is the key to French itself, as also to its sister Romance languages. 

C. Discussion of the Disciplinary Argument for Latin 

The Disciplinary argument maintains that by coping with wisely-graduated mental 
diflSculties we gain intellectual power, in a way analogous to the gain in physical 
power by suitable exercise with gymnastic apparatus. Latin offers such a graduated 
scale of difficulties, which (1) generations of teachers have carefully studied in rela- 
tion to the capacities of pupils, which also (2) is of immense range, from the simple 
sentences of the first exercise to the complex periods of Cicero. The advocate of 
Latin claims that French and German do not offer an equal disciplinary opportunity, 
since they do not ascend into such heights of difficulty and so lack the upper part of 
the disciplinary scale. On the other hand the counter-claim is made that German 
and Latin are of equal disciplinary value, because both have declension, both have 
syntax, and both have long word-groups (i. e., the thought-units into which the 
sentences divide are long). This is, however, like saying that two coins are of equal 
value, because both are round, both are stamped, and both are made of metal, or 
that a mouse is of equal weight with an elephant because the bodies of both have 
width, thickness, and length. Both Latin and German have declension indeed, but 
the declension of Latin is more complex; both have syntax, but the syntax of Latin 
Is more complex; the word-groups of both compel the holding in the mind at one time 
of a large mass of thought, but the German word-groups (though extended in length 
by the peculiar treatment of the verb) are usually simple, while the Latin word- 
groups are likely to be exceedingly complex as well as long. 

D. Discussion of the Importance of a Knowledge of the Past 

It seems singular that certain Natural Scientists should claim that Rome and 
Greece belong to a past too remote for a knowledge of it to be important to us. These 
very scientists are not satisfied until they have elaborately studied the ancestry of 
plant and animal forms, going back as a matter of course to periods thousands of 
times more distant than the Graeco-Roman world. In dealing with every fact the 
Evolutionary interpretation is to-day everywhere accepted as the proper method. 
Certainly we cannot thoroughly apply that to the circumstances of the present with- 
out considering Greece and Rome, which in large part transmitted, or created, our 
civilization; and surely Professor^ Hart of Alfred is right in saying, — "I believe it 
fundamentally wrong to stamp the degree of Liberal culture upon a student whose 
knowledge of the Ancient world and of our debt to it is absolutely nil." 

E. There Is No Evidence that the Latin Kequirement Lessens 
THE Proportion of Men in the College of Liberal Arts 

Co-educational Universities are likely to have more women than men In their 
Colleges of Liberal Arts. This is natural, since the Colleges of Agriculture, Engineer- 
ing, Forestry, Law and Medicine consist mostly of men, while the women are not only 
strongly attracted by literary studies, but actually find in the College of Arts a Voca- 
tional school, inasmuch as it prepares them for teaching. But that removing the 
Latin requirement would increase the proportion of men in the College of Arts is 
quite unproven. Dartmouth, Harvard, Yale require Latin and have as students thous- 
ands of men; Cornell does not require Latin and has a large proportion of v/omen. 
It is the opinion of skilled administrators that the Latin requirement makes no 
difference with the proportion of the sexes in the Colleges of Liberal Arts. 

n 



F. Latin is not "Undemocratic." 

Following Herbert Spencer, who said that both German and Latin were commonly 
studied merely to supply a certain social distinction, a recent writer in School and 
Society, II, 27, has claimed that Latin is merely a " social study," useful to distinguish 
an " upper leisure class," an " Intellectual aristocracy," a " class above the necessity 
of genuine labor." Latin is, he avers, to be sharply distinguished from really " educa- 
tional " subjects, which secure one's livelihood and make him useful to the com- 
munity. To be sure New England colleges favor Latin, but this is because they were 
at first established to educate the upper leisure class and still regard this as their 
chief function. 

We make the following objections: 

1. The writer presents no reasons for these statements. 

2. The New England colleges were not established in rich communities nor for 
the rich. Their students had, and to a considerable extent still have, limited means. 
Thus " The proportion of men living very economically at Yale is large " {President's 
Report, 1914-15, p. 128). Moreover, the New England institutions were established 
to train men to serve the community, and Latin was studied simply because it was 
useful for this. Whatever serves humanity is surely not " undemocratic," and Yale, 
again, (which has a large Latin requirement) is, like her sister New England colleges, 
noted for interest in humanitarian and religious movements (such as the Northfield 
Conference). The study of Latin then has not made institutions "undemocratic." 

3. It is utterly thoughtless to say that what is not more or less broadly utili- 
tarian is not *' educational." Literature, Art, and the Things of the Spirit in general 
are then not " educational." 

4. Latin has immense utilitarian values, as is shown by the requirements of 
State laws (as in California, New York, Pennsylvania) of Latin as preparatory to 
Law and Medicine. Latin is emphasized by Engineering schools, by business men, 
clergymen, journalists, scientists (see The Practical Value of Latin, printed by the 
Classical Association of the Atlantic States). 



G. Latin Really a Living Language to the American, — much 

MORE so THAN, FOR EXAMPLE, GERMAN 

It is claimed that Modern languages, German for example, should be studied in 
preference to Latin because they are " living languages," i. e., are spoken by our 
contemporaries. 

Of course it is true that Latin as the official language of the Roman Church is 
spoken by millions of our contemporaries. But leaving this aside, the important 
questions are: "Is Latin something that lives for us Americans, i. e.,, does it come 
vitally into our lives?" "Does German come vitally into our lives?" The answer Is 
that, on the side not indeed of the structure, but of vocabulary, Latin does come as a 
living thing into our lives, but German does not. 

For we study German a little in the class room, speak it a little, read a little 
in German books, and then proceed to do almost all our reading, writing, speaking 
^ and thinking in English, a language which in the words it uses is well on towards 
half Latin. And the more profoundly we concern ourselves with the things of in- 
telligence, the more extensively we think, speak, write and read in a Latin voca- 
bulary. 

In fact for most Americans not intending technical or scholarly careers the 
reason for studying Modern Languages seems rather conventional than real, suited 
to a European and not to an American environment. In Switzerland, where French- 
speaking and German-speaking cantons lie side by side, the knowledge of both 
languages is eminently necessary. But in America it is desirable that as little as 
possible in the way of Foreign Language be spoken. To give up the Foreign Lan- 
guage means, first, the shortening of the hyphen, and, second, the disappearance of 
our chief national danger, the hyphenate. In this connection we may say that the 
German language has been in these recent days an anti-American factor. But to 
study Latin is really to study intimately and to emphasize our own American 
language. 

% 

13 



III. The Three Degrees as versus the One Degree 

The following considerations may be urged for the three-degree plan as against 
the one-degree plan: 

1. The three-degree-plan is perfectly logical. There Is a distinct degree for each 
of the three main types of student. 

2. The three-degree-plan makes it; certain that the Latin requirement of the A. B. 
degree will be reshaped in a spirit of progressive conservatism, of conservative pro- 
gressiveness; the one degree makes radicalism easy. Inasmuch as in this reshaping 
of the Curriculum we are confronted by many questions on which no agreement has 
yet been reached, we should choose the conservative way, the three degrees. 

3. The one-degree-plan contains the seeds of its own degradation and dissolution. 
It lacks permanence and it lacks power to maintain its ov/n standards. The thres 
degrees, If only they recognize the three types of student needs, the Literary, the 
Sociologic-Economic, and the Natural Scientific, do not lack permanence, nor the 
power to maintain their standards. If three degrees have passed away anywhere, it 
is because, as formerly at Syracuse, they only recognized two student types and not 
three (cf. Chapter I and Note 5). 

For, inasmuch as there are three types to be satisfied, neither the one degree, 
nor the two degrees, can be permanent. There can only be alternately a fusion of 
the two degrees into one, and a division of the one degree into two, with at each step 
the abandonment of a specific requirement. Let us trace the process. 

The one degree lacks permanence because, v/hen there Is only one possible path 
to follow, it is felt to involve hardship to say that the lack of any one definite thing 
shall be an insuperable barrier. In such a case, if you are to save your requirement, 
you must create an additional degree. This has just occurred in the case of the 
one degree at Wisconsin. There was at this university a quite moderate language 
requirement for the A. B. degree, which could be satisfied by either French, or 
German, or Latin, or Greek. It would seem as if the one degree might have held 
Itself to standards as little exacting as these. But Wisconsin in order to save even 
this small language requirement to its A. B. has just had to create a, second Liberal 
Arts degree that requires no Foreign Language whatever. These two degrees will 
now for a while go on side by side, named A. B. and (perhaps) Ph. B. Then the 
Ph. B. student will wish the prestige of the title A. B. and will begin an aeitation for 
one degree, which will mean the conferring of A. B. for both the A. B. and the Ph. B. 
course, i. e., no Foreign Language requirement for the A. B. So the situation will 
be back at one degree with the Foreign Language requirement abandoned. Then some 
other requirem-ent will be felt to be a hard ship. is To save this reauirement to the 
A. B. degree a new Liberal degree will be created without it, and in due time the 
representatives of this latest degree will cry out for " one degree for all courses," 
so that they too may have A. B. Then once mors the situation will be back at one 
degree with ttvo points of specific requirement cancpUed: and so continuously down 
the descending spiral. The one degree is thus subject to a tremendous downward 
pull as regards specific requirements in a way that any of the three degrees is not. 

Three degrees can reallv be permanent, for there are enough of them to accom.- 
modate. as explained, the three main types of students. If a student's limitation?, 
due to deflciencv of preparation or some other cause, bar him from one of the dearees, 
he can work for another and, since all students, can be accommodated, the standards 
of each of the three degrees can be maintained. 

Thus the three degrees are (1) a logical solution, (2) they Insure conservative 
and do not discourage progressive action, (3) they and their standards can be per- 
manent. We therefore believe the three dearrees and not the one degree to be the 
final solution of the Liberal Arts degree problem. 

13 A requirement raay be "felt to be a hardship" hecause the deficient schools of the locality in 
■which the candidate for admiPRion to college has lived have not offered hira an opportunity to satisfy 
it: In the frequent occurrence of this circumstance, bearin? vi'ith especial force upon State institutions 
as supported by all the tax payers, originated the movement for " one degree for all courses." Thus tho 
institutions of best quality and directed by the most experienced men have had a policy forced upon 
them by the deficiencies of secondarv education. The remedy is not the yielding of the higher, but »n 
iHsistenee on the improvement of the loTfer. 

18 



Remark. When a two-degree institution has in mind a change to either three 
degrees or one degree, the advocate of three degrees must propose a name for the 
Third degree (conferred for the Sociologic-Economic type of course). Here it is 
wise to point to the B. L. of the School of Social Science of the University of California 
(see Tabulation IV and notes), or to the Ph. B. of Chicago (see Chapter I). To those 
teachers who demand the A. B. for the Third type of course it may be replied that 
A. B. has always been associated with the Literary, or First type of course, and that 
it is not fair for a different sort of education to appropriate the fame which has 
been won by the Literary education. In reply they will urge that the degree B. L. 
has not the distinction that they desire. The further answer is that to give it dis- 
tinction by good work is only their part. When the Second type of course, the 
Natural Scientific, Avas first contemplated, there was no name of distinction to give 
it, but those connected with the course, without any parasitic design upon the A. B., 
went on to win distinction for their new degree, B. S. 



A Final Word 
Modern Methods: Some Suggestions 

The " laboratory method " is no nev/ thing. In ancient Athens Socrates used 
the laboratory method to find correct definitions, as of justice and of truth. His 
experiments, often embarassing to the young men of Athens, were, it may be said, 
in auantitative and qualitative analysis, in the dynamics of life, and in the biology 
of the human mind and spirit. Mark Hopkins at one end of a log, Avith a young man 
at the other end, constituted a real college; the young man learned by the laboratory 
method, and yet Mark Hopkins used no visible apparatus. Socrates and Mark Hop- 
kins sought the same thing, to develop in their students orderly processes of the 
mind, intellectual power, and at the same time a love of the beautiful in all its forms. 

In studying the Latin language the laboratory method is inevitable : Observation 
and comparison (for changes in form convey changes in meaning), a succession of 
temporary judgments (each word in its relation to the others in the word-group), 
all focusing in a final judgment. These processes must be intensive and cumulative; 
the mind must carry its observations, comparisons, temporary judgments, and reach 
by logical steps the final judgment — a full understanding of the meaning behind the 
Latin words, word-groups, and sentence. A simple sentence in Latin shows the 
Roman order of thought, vastly different from that of English and modern languages ; 
and in aonroaching Latin words the laboratory method is indispensable, for Latin 
words, being descriptive, cover a wide range of association and meaning. English 
equivalents of Latin words or phrases are found only by testing them against the 
descriptive values of the Latin words or phrases. Latin is the touchstone for assay- 
ing English. Out of this experiment even familiar English words take on a new and 
more exact significance, and henceforth are used as instruments with which to express 
thought simply and exactly. 

In the process of understanding a Latin sentence one must mobilize in his mind 
* all that he has learned, and advance step by step. And in the process of translating 
Latin one must marshal out all his reserves of English words, phrases, and sentence- 
forms, testing them until he can use them at call efficiently. In the Latin language 
the sentence-structure is exoressive of the Roman habit of mind, — clear, logical think- 
ing: Under the main member of the thought the subordinate members are grouped 
with military precision, and the relation of each member to the other members Is 
shown precisely by the sentence formation. It is impossible, therefore, to slur over 
a Latin sentence; its parts are structurally distinct and each part must be met and 
grasped in turn, and out of the parts the structure must be built up in English or 
reformed. Often English idiom compels a sentence formation widely different from 
that of the Latin. 

In the study of Latin one increasingly recognizes the origin of English words, 
and he comprehends that a large element of even his conversation is in reality Latin. 
One cannot study Latin without learning English at the same time. The laboratory 
method employs Latin and English side by side. The student who has studied ex- 

14 



tensively a Classical masterpiece is on the way to be appreciative of all literature. 
For, as Plato says, " it is impossible for a man to fail to be conformed to that with 
which he holds reverential converse." 

In addition to the disciplinary value of Latin as contributing to orderly thinking 
and increased power over English, the study of Latin takes one into the background 
of the language, into the life and customs of the ancient Romans. To-day teachers 
of Latin give special emphasis to this background, surprisingly modern in many 
aspects. The teacher must view any portion of the literature of the Romans in its 
relation to the cultural life and circumstances of the writer; he must interpret the 
cultural life of the past and its relation to the cultural life of the present. In this 
he employs the laboratory method of lectures, collateral reading with special reports 
by the students on topics assigned. The teacher of Latin now brings into his service 
some of the valuable books that have recently appeared in the Classical field; books 
intended to present in authentic and popular form the fruits of scholarship. The 
number of these books is surprisingly large; they would seem to meet a distinct 
popular demand. The Latin department at Syracuse has recently prepared for its 
students a list of such books indispensable for an understanding of Roman civilization. 
This list suggests the minimum laboratory equipment in the Latin field for a city 
library or a teacher of Latin. These books are grouped under the several divisions 
of the Latin field. 

To-day teachers of Latin recognize, as never before, the importance of illustrated 
lectures, and all other means of visual teaching. 

" Segnius irritant animos demissa per aurem 
quam quae sunt oculis siibiecta fidelibus et quae 
ipse sibi tradit spectator." 
No Latin class room is complete without a stereopticon, a cabinet of well chosen 
lontern slides properly classified for immediate use. Of course on the walls of the 
Latin room should be, in addition to appropriate pictures (including panoramas), 
a case of Kiepert maps, maps in raised relief, a few plaster casts of relief sculpture 
and architecture. At Syracuse, besides the above laboratory equipment, the Latin 
department has a large number of small pictures mounted on cards, which may be 
placed on the large bulletin board after an illustrated lecture, serving to cover the 
main features of the lecture, which thus remains in part visualized. 

The Latin department has, of course, its library and carefully equipped Seminar 
Room with collections of small Roman bronzes, Roman building stones, and Greek 
vases; also squeezes of Latin inscriptions. In addition it has an excellent collection 
of electrotype reproductions of Roman coins (from the British Museum). Since 
Roman coins were commemorative, they serve to make very real an allusion in the 
literature. An exceedingly important adjunct is the Classical Club with its literary 
and social programs at meetings held every two weeks. There are lectures each 
year by representatives of other colleges. The members, about sixty in number, are 
Juniors and Seniors specializing in Classics. The Club observes the Roman Satur- 
nalia by producing its mid-winter play. At Commencement, the Club has produced 
in recent years four plays; this year Euripides' IpMgenia in Tauris will be presented. 



16 



All v/ho believe in the study of the Classics, and are 
convinced that the A. B. degree should include at least 
some knowledge of the Latin language and of the civili- 
zation of the Greeks and Romans, can easily ascertain how- 
strong an interest many of our ablest men and women are 
taking in the defense of the cultural education that has 
given its distinction to the A. B. degree. 

All should examine Lathi and Greek in American Edu- 
cation (F. W. Kelsey, University of Michigan), The Prac- 
tical Value of Latin (published by the Classical Asso- 
ciation of the Atlantic States), and The Relation of Latin 
to Practical Life (Concrete Illustrations in the form of 
an Exhibit) by Miss Francis Ellis Sabin of the University 
of Wisconsin. Miss Sabin's book should be in the hands 
of every teacher of Latin. It is a visual and unanswerable 
demonstration of some of the values of Latin in practical 
life. 

Especially valuable to teachers of the Classics is 
The Classical Weekly (the Editor is Dr. Charles Knapp, 
Barnard College, NeM^ York), which affords constant help 
in teaching, and presents important articles on the values 
of Classical Studies. 



The authort thank Howard P. Denison, 
LL. D., of Syracose, who has shewn a 
cordial iateraat in the Classical depart- 
ments of the University. 



Syracuse University, 

June 15, 1916 



The DshlOT Press, SyrasuBs, N. Y. 



16 



019 749 296 A 



